II.
“Supposing you had four daughters, like Mr. Perkins, what would you do with them, educationally speaking?” I said to my wife Barbara, by way of turning my attention to the other sex.
“You mean what would they do with me? They would drive me into my grave, I think,” she answered. “Woman’s horizon has become so enlarged that no mother can tell what her next daughter may not wish to do. I understand, though, that you are referring simply to schools. To begin with, I take for granted you will agree that American parents, who insist on sending their boys to a public school, very often hesitate or decline point-blank to send their girls.”
“Precisely. And we are forthwith confronted by the question whether they are justified in so doing.”
Barbara looked meditative for a moment, then she said: “I am quite aware there is no logical reason why girls should not be treated in the same way, and yet as a matter of fact I am not at all sure, patriotism and logic to the contrary notwithstanding, I should send a daughter to a public school unless I were convinced, from personal examination, that she would have neither a vulgar teacher nor vulgar associates. Manners mean so much to a woman, and by manners I refer chiefly to those nice perceptions of everything which stamp a lady, and which you can no more describe than you can describe the perfume of the violet. The objection to the public schools for a girl is that the unwritten constitution of this country declared years ago that every woman was a born lady, and that manners and nice perceptions were in the national blood, and required no cultivation for their production. Latterly, a good many people interested in educational matters have discovered the fallacy of this point of view; so that when the name of a woman to act as the head of a college or other first-class institution for girls is brought forward to-day, the first question asked is, ‘Is she a lady?’ Ten years ago mental acquirements would have been regarded as sufficient, and the questioner silenced with the severe answer that every American woman is a lady. The public school authorities are still harping too much on the original fallacy, or rather the new point of view has not spread sufficiently to cause the average American school-teacher to suspect that her manners might be improved and her sensibilities refined. There, that sounds like treason to the principles of democracy, yet you know I am at heart a patriot.”
“And yet to bring up boys on a common basis and separate the girls by class education seems like a contradiction of terms,” I said.
“I am confident—at least if we as a nation really do believe in obliterating class distinctions—that it won’t be long before those who control the public schools recognize more universally the value of manners, and of the other traits which distinguish the woman of breeding from the woman who has none,” said Barbara. “When that time comes the well-to-do American mother will have no more reason for not sending her daughters to a public school than her sons. As it is, they should send them oftener than they do.”
“Of course,” continued Barbara, presently, “the best private schools are in the East, and a very much larger percentage, both of girls and boys, attends the public schools in the West than in the East. Indeed, I am inclined to think that comparatively few people west of Chicago do not send their children to public schools. But, on the other hand, there are boarding-schools for girls all over the East which are mainly supported by girls from the West, whose mothers wish to have them finished. They go to the public schools at home until they are thirteen or fourteen, and then are packed off to school for three or four years in order to teach them how to move, and wear their hair, and spell, and control their voices—for the proper modulation of the voice has at last been recognized as a necessary attribute of the well-bred American woman. As for the Eastern girl who is not sent to the public school, she usually attends a private day-school in her native city, the resources of which are supplemented by special instruction of various kinds, in order to produce the same finished specimen. But it isn’t the finished specimen who is really interesting from the educational point of view to-day; that is, the conventional, cosmopolitan, finished specimen such as is turned out with deportment and accomplishments from the hands of the English governess, the French Mother Superior, or the American private school-mistress.
“After making due allowance for the national point of view, I don’t see very much difference in principle between the means adopted to finish the young lady of society here and elsewhere. There are thousands of daughters of well-to-do mothers in this country who are brought up on the old aristocratic theory that a woman should study moderately hard until she is eighteen, then look as pretty as she can, and devote herself until she is married to having what is called on this side of the Atlantic a good time. To be sure, in France the good time does not come until after marriage, and there are other differences, but the well-bred lady of social graces is the well-bred lady, whether it be in London, Paris, Vienna, or New York, and a ball-room in one capital is essentially the same as in all the others, unless it be that over here the very young people are allowed to crowd out everybody else. There are thousands of mothers who are content that this should be the limit of their daughter’s experience, a reasonably good education and perfect manners, four years of whirl, and then a husband, or no husband and a conservative afternoon tea-drinking spinsterhood—and they are thankful on the whole when their girls put their necks meekly beneath the yoke of convention and do as past generations of women all over the civilized world have done. For the reign of the unconventional society young woman is over. She shocks now her own countrywoman even more than foreigners; and though, like the buffalo, she is still extant, she is disappearing even more rapidly than that illustrious quadruped.”